|Name||Abbotswood Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||13 June 2017|
|Address||Kelston Close, Yate, Bristol, Gloucestershire, BS37 8SZ|
|Religious Character||Does Not Apply|
|Number of Pupils||283 (50% boys 50% girls)|
|Number of Pupils per Teacher||20.7|
|Percentage Free School Meals||10.2%|
|Percentage English is Not First Language||6.4%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is an average-sized primary school. Pupils are organised in 11 classes, some of which are mixed-age classes. Children in the early years foundation stage are taught in two Reception classes. The large majority of pupils are of White British heritage. The proportion of disadvantaged pupils is just above the national average. There is an above-average proportion of pupils who have special educational needs and/or disabilities. The school provides care for pupils through a breakfast club. The school meets the government’s current floor standards, which are the minimum expectations of pupils’ attainment and progress in English and mathematics by the end of Year 6. A national leader for education (NLE) from another local primary school has been advising the school’s leadership over the past year.
Summary of key findings for parents and pupils
This is a school that requires improvement Standards in English and mathematics at the end of key stage 2 were below national figures in 2016. Recent initiatives to improve teaching have not had sufficient time to ensure that pupils make consistently good progress. Teachers do not consistently set work with the right level of challenge, or plan to extend pupils’ thinking effectively. As a result, the work is sometimes too easy or too difficult for the different groups of pupils, particularly the most able in mathematics. Pupils do not demonstrate consistently good skills in speaking and in their understanding of grammar. This hampers their ability to become accomplished writers. Some pupils are not attentive enough in lessons. On occasions, when their work is not suitably challenging, they lose concentration and do not make the progress of which they are capable. In the past, leaders have not checked on the impact of teaching on pupils’ achievements accurately enough. As a result, they have not been precise in identifying any weaknesses in teaching and resolving them. Middle leaders, some relatively new to their roles, have had limited impact on improving the quality of teaching. Until recently, governors have not checked the school’s work systematically. As a result, they are not able to hold leaders fully to account for pupils’ achievement. The school has the following strengths Teaching is effective in the early years foundation stage provision and children make a positive start to school. Most pupils in key stage 1 are making good progress and achieving in line with national figures. The support for pupils who have special educational needs and/or disabilities and disadvantaged pupils is well led and managed. This is resulting in better progress for these pupils. The school’s work to keep pupils safe and secure is good.